Stephanie Vergauwen: Algebra I (04/22/2015)

Quiz Review 9.1-9.3

Learning Goals
Skills and Understandings
- Students will be able to use properties of
How does this lesson connect to the prior lesson?
What skills or procedures will students learn how to do, or use?
radicals to simplify expressions.
What will students learn conceptually about the procedures or ideas they are applying?
- Students will be able to simplify expressions by
rationalizing the denominator.
Connection to prior lesson: Todays lesson is a review of the first three sections of Chapter 9, Solving Quadratic
- Students will be able to perform operations
Equations, since the students will be taking a quiz on these sections at the end of the week. During
with radicals.
todays lesson, students will need to use their knowledge of the properties of radicals and performing
- Students will be able to solve quadratic
operations with radicals to simplify expressions, solving quadratic equations by graphing, and solving
equations by graphing.
quadratic equations using square roots to correctly answer the review questions with their team.
- Students will be able to use graphs to find and
approximate the zeros of functions.
- Students will be able to solve real-life problems Skills/Procedures: At this point in the chapter the students have learned all of the skills and procedures that they
will need to use in order to be successful on their quiz. With todays review, the students will strengthen
using graphs of quadratic functions.
their skills in using the properties of radicals to simplify expressions, rationalizing the denominator of
- Students will be able to solve quadratic
expressions, and performing operations with radicals. Students will also review the procedures involved in
equations using square roots.
using square roots to solve quadratic equations, solving quadratic equations by graphing, and
- Students will be able to approximate the
approximating the zeros of a function given its graph. While working on the review, students will need to
solutions of quadratic equations.
think critically about which method would be most effective when solving quadratic equations, and they will
Standard(s) Addressed:
need to critique their own work in order to check that their solutions are simplified completely.
HSN-RN.A.2
MP1
HSN-RN.B.3
MP2
Conceptual Learning: Students will need to think conceptually about situations in which quadratic functions are
HSA-REI.D.11
MP3
being modeled in a real-world context, and be able to interpret those situations in order to answer
HSF-IF.C.7a
MP5
questions about the behavior of the functions. The students responses to the questions about real-world
HSA-CED.A.1
MP6
applications of quadratic functions will demonstrate their understanding and help them see what concepts
HSA-CED.A.4
they need to focus on while studying for their quiz.
HSA-REI.B.4b
Lesson Tasks
Formative Assessment Opportunities
What tasks will be used to help students learn the skills and
What questions will you ask during the lesson to assess students progress in achieving the
understandings?
learning goals? How will you use those questions to help students assess their own learning?
- Students will check their homework and ask questions about the
(Associate the questions you ask with the Lesson Tasks).
problems in order to clear up misconceptions and deepen their
understanding of quadratic functions and how they can be solved
- What questions do we have from the homework assignment? What problems did you
using square roots.
struggle with?
- Students will compete in the Grudgeball review game (instructions - What are some things that we need to keep in mind while solving quadratic equations?
and outline attached below)
- What do you need to check for when simplifying radical expressions?
- There will be a class discussion about problems that students
- How is solving quadratic equations by graphing useful? How do you find the solutions this
struggled with. Depending on timing this discussion portion may need way?
to be carried over to the following class period, since there is another
- How can you solve a quadratic equation using square roots? How can you tell how many
day of practice before the quiz.
solutions an equation will have based on the square roots?
- If time allows, students will use class time to begin their homework
- How can quadratic equations be used to model real-world situations?
assignment.
Materials
- SMART Board
- Grudgeball Problems [cut into strips to separate the rounds]
- Basketball hoop and ball

Stephanie Vergauwen: Algebra I (04/22/2015)

Quiz Review 9.1-9.3
Activity Flow
Provide a brief description of the order in which key tasks will occur, how students will be organized to do the work, and the estimated amount of time for each task.
10 minutes: Teacher checks in homework while students check their solutions. Students ask questions about specific problems to clear up misconceptions; problems
in question are discussed as a class.
5 minutes: Teacher explains rules to Grudgeball review game and has students break up into their teams.
30 minutes: Teacher facilitates Grudgeball, has a closing discussion with the students about the problems.
10 minutes: Students will have the remaining class time to work on the homework assignment for the day and ask any questions as necessary. If the students do not
finish their work in class they will need to finish it as homework.
Summary: What are the big take-away ideas of the lesson? How do these connect to what you will do in the next lesson?
The take-away ideas of the lesson are that students will feel more comfortable simplifying radical expressions and solving quadratic equations using graphing
as well as square roots. Students will work on the quiz review as their homework assignment for the day, which will be checked and discussed during the following
class period. During the next lesson students will spend more time practicing their skills and preparing for their quiz at the end of the week.

Grudgeball Quiz Review

Set-up: Students will be broken up into teams of 4-5, based on their seating arrangement.
Rules/Scoring:

Each team starts with 10 Xs on the board. The goal of the game is to have the most Xs left at the end of the 4 rounds.
There will be 4 rounds where students will work with their teams to answer the questions. The students will have five minutes (maximum)
per round to reach their solutions.
Each round has 3 questions. Since the goal is to have Xs left over, for each correct answer, teams may take one X away from another team.
They may split how they remove Xs or take them all from one team.
If a team gets all 3 questions correct during one round, the team has the opportunity to shoot a basket. If the team makes the basket they
get to add 2 Xs to their teams column.
If a team loses all of their Xs, they may earn back 5 Xs by getting all of their answers correct and making a basket on the next round.
The final round of the game is worth double points.
After the game is over, there will be a class discussion about the problems and any questions that the students have.

Round 1: Simplify the expression.

Stephanie Vergauwen: Algebra I (04/22/2015)

Quiz Review 9.1-9.3

1.

2.

3.

Round 2: Use the graph to solve the equation.

1.

2.

3.

Round 3: Solve the equation using square roots.

1. x2 121

2. 7 x2 10 11

3. 9 x 3 36
2

Round 4: **FINAL ROUND**DOUBLE POINTS**

The height

(in yards) of a flop shot in golf can be modeled by

, where

1. Interpret the x-intercepts of the graph of the equation? [What do they represent in
2. How far away does the golf ball land?
3. What is the maximum height the golf ball reaches?

is the horizontal distance (in yards).

the context of the problem?]